Slide 1 of 58 Facilitating the integration of knowledge based learning with professional body CPD, and employer appraisal for students in STEM professions Kay Bromley MCT

Slide 2 of 58 Workshop structure The project The module which ‘inspired’ this proposal Experiential learning cycle Relevant good practice within the OU › More examples welcome Sharing experience Plenary

Slide 3 of 58 Aim The project will inform STEM departments wishing to develop assessment that is closely related to employer needs. It will recommend teaching approaches to enable students in early professional development to actively engage in the learning cycle and demonstrate competencies within industry frameworks and standards.

Slide 4 of 58 Background During 2009 a small group of MCT academics worked with e-skills to develop a postgraduate certificate aimed at graduate recruits within IT Employers were very involved, contributing to the learning outcomes (related to the SFIA framework) and design of assessment strategy. After promising beginnings, the feedback from students was that they did not understand the relevance of the module to their work.

Slide 5 of 58 TM credit postgraduate module B2B market, learning outcomes linked to SFIA Aimed at new graduate recruits, and for career development. › Graduate recruits who need, within one to three years, to be able to make significant contribution in their training placements. › Talent management - experienced employees with potential for future promotion. These students are pressed rather than self-selecting and display differing attitudes to study and its relation to their working lives.

Slide 6 of 58 TM893 portfolio Assessed by portfolio The articulation of achievement is important in demonstrating to the student and their sponsoring employers the benefit of continuing education at postgraduate level in their working life Even at postgraduate level, students find difficulty in demonstrating their achievements Portfolio structure simple. › A reflective commentary plus evidence for each unit › An integrative commentary plus evidence for whole

Slide 7 of 58 TM893 - structure Option to study over 6, 12, or 18 months, with additional 6 months to complete portfolio. Most materials provided on module website, plus 1 book. 6 units, each with a formative TMA, dates to be agreed Recommended to study unit 1 first, then can choose study order Begin by negotiating/agreeing study plan with tutor › 6 TMAs › Practice portfolio

Slide 8 of 58 TM893 continued The first portfolios were submitted in March 2011 › A few 12 months after start › Mostly 18 months after start Students reported that now beginning to see how the study on the module has enabled them to make more impact in the work environment. We need to be able to motivate and support this engagement earlier in their studies.

Slide 9 of 58 Skills Framework for the Information Age SFIA Skills into their business context: »Strategy & architecture »Business change »Solution development & implementation »Service management »Procurement & management support »Client interface Skills levels »1. Follow »2. Assist »3. Apply »4. Enable »5. Ensure/advise »6. Initiate/influence »7. Set strategy/inspire/mobilise

Slide 10 of 58 Experiential Learning Cycle Concrete experience: direct practical action, the experience of doing something yourself. Observation and reflection: what this concrete experience means to the individual. Abstract conceptualisation: the theoretical knowledge which may be more comprehensive than the concrete experience but is not ‘hands-on’. Testing concepts: in new situations, or active experimentation, transforms the theory and extends it by practical testing, so that there is further concrete experience. › Kolb 1984

Slide 11 of 58 The Experiential Learning Model (after Kolb, 1984, p21) Concrete experience Observations and reflections Formation of abstract concepts and generalizations Testing implications of concepts in new situations

Slide 12 of 58 KOLB-like examples Certificate of Nuclear Professionalism. › services/certificate-nuclear-professionalism services/certificate-nuclear-professionalism HEA individual recognition route › recognition recognition International Accounting Education standards board Information paper, June 2008, introduced a four-phase CPD cycle.

Slide 13 of 58 Related examples ITIL › Information technology infrastructure library › IT Service management › Seven-step improvement process »Based on Deming Plan-Do-Check-Act »And on Data-Information-Knowledge-Wisdom U810 – Continuing professional development in practice

Slide 14 of 58 Hohman (1997) LevelKnowledgeApplication InnocentUnaware of the existence of the subject area None AwareExposed to the area of knowledge but have not yet used it Not as yet ApprenticeSome formal training, use knowledge without question Simple outcomes for well-defined problems PractitionerUse knowledge and apply in some new situations Able to accomplish moderately difficult tasks JourneymanRegularly use the BoK and begin to question/modify to suit needs Begin to apply knowledge in novel ways. Give guidance to those with awareness. MasterCan apply the knowledge in many different situations Can solve well-known problems quickly and solve problems by adapting or inventing. ExpertCommunicate knowledge to others or apply in new domains. The knowledge is externalised from the individual for use by others.

Slide 15 of 58 Learning and applying: Making a (significant) difference Kirkpatrick's evaluation model › Reaction › Learning › Behaviour › Results

Slide 16 of 58 Good practice within the OU H8** modules, aimed at practitioners and use portfolio for EMA M253 a student project rather than workplace, uses reflective practice and students required to write reflective accounts (like portfolio commentary) HSC, › K316 Exploring practice - R05 and Derby Foundation NHS Trust, › K260 Death and dying – R05 and East Midlands Strategic health authority ICT Foundation degree, workplace projects

Slide 17 of 58 Primary research Comparison of student experience. › Survey of students in one tutor group to identify changes in motivation during and following study on the module. Summary of student articulated application of learning to professional context. › Review of submitted portfolios (March and September 2011) to identify explicit and implied use of Kolb leaning cycle, and recognition of learning and application to work environment › Use of grounded theory / merged with thematic analysis – Anne Adams

Slide 18 of 58 Questions to consider A What do we need to do in our teaching to facilitate application in the workplace? B How much (if at all) do students need to know about the theory of learning to be able to articulate their learning? C What motivates students to collate evidence for a portfolio? D How important is flexibility in study timetable? All - examples of good practice in teaching All – information about similar projects

Slide 19 of 58 References Approaches to continuing professional development measurement June 2008 International Accounting Education standards board Information paper Dealtry R (2004) Professional Practice: The Savvy Learner, Journal of workplace learning vol 16 (1/2) pp101-9 Hohman L (1997) Journey of the Software Professional A Sociology of Software Development. Prentice Hall Kirkpatrick DL (1994) Evaluating training programs: the four levels. San Francisco: Berrett-Koehler Kolb D A (1984). Experiential Learning, Prentice Hall.